Resources

The following is a list of resources members have found useful. Please add to this list and provide description or key ideas from the resource (add new resources to the top of the list).

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Professional Development Videos (many with supporting activities for staff professional development)

Understanding English Language Learners
http://resources.curriculum.org/LNS/ELL/index.shtml
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Coelho, Elizabeth. Adding English: A Guide to Teaching in Multilingual Classrooms.Don Mills, Ontario: Pippin Publishing Corporation, 2007.

Adding English: A Guide to Teaching in Multilingual Classrooms

Classroom Tips for Teachers with ELL Students (ideas adapted from Coelho's Adding English)

Learn to pronounce the new student's name.
Seat students beside others who speak the same language, if possible.
Organize group interviews to help students introduce themselves to one another. Provide some questions, possibly content related.
Trace student's roots on a world map that is permanently displayed in the classroom (name tags by their country). Add newcomers as they arrive.
Create inclusive displays in multiple languages, involve students in creation and don't expect perfection.
Peer tutors - bilingual partners can help and support newcomers, but they must be trained.
Talk to students about how they can help ELL learners (repeating, rephrasing, gestures).
Encourage students to learn phrases in other languages (do a word of the week).
Make a point of asking ELL students in your class only answers that they can actually give.
Make sure to look at the student's intake form to understand what their language background is.
Involve parents in creating materials in student's first language and homework projects parents can work with.
Create vocabulary walls in your classroom of content vocabulary and provide this list to new students at the start of units.
Simplify vocabulary and sentences and "recycle" new words.
Print rather than write.
Use key visuals to present key concepts.
Use non-verbal cues (gestures, facial expression and mime).
Give clear instructions (write page and exercise numbers on the board as you say them).
Check for comprehension (individually).
Provide enough response time (some think in first language then translate).
Teach survival expressions: May I go to the washroom?
Pictures, pictures, pictures!

Video:

Featuring Dr. Robin Scarcella, providing an overview to academic language instruction for English language learners, as well as teaching strategies, activity ideas, and recommended resources.
http://link.brightcove.com/services/player/bcpid6716709001?bckey=AQ~~,AAAAAFwNJhQ~,2UA9EcWU7eM5vUWp0h4s2HYedsNAzJnY&bclid=0&bctid=129203742001

==Possible questions for staff discussion after viewing the video:==

Describe how academic English differs from the English we use in everyday life. What are some misconceptions people might have about academic language development?
Does your school have an effective, comprehensive academic language curriculum in place? If not, how could you work with colleagues within your school to develop one?
According to Dr. Scarcella, how might academic language instruction be designed to address the needs of both newcomer ELLs and long-term ELLs?
Based on what you heard today, can you describe skills other than vocabulary knowledge that are essential to academic language proficiency?
What types of professional development activities do you think would be helpful to teachers who want to learn more about effective academic English instruction?

Presentation slides to accompany video:

Academic_Language video ppt.pptx